Luigi Proserpio

Individual attitude toward improvisation in information systems development

In the area of information systems development (ISD) the traditional approaches to developing innovative projects, which are historically characterised by top-down, meticulously planned procedures, may not allow the effective handling of the emergent and continuously evolving needs of users. This article investigates the role of improvisation in addressing the shortcomings of traditional approaches to ISD in the fulfilment of the users need for the maximisation of IS effectiveness. Prior research on software engineering and human–computer interaction (HCI) has focused considerable attention on the need for a shift in the developers attitude in dealing with contingencies departing from the original plan, while less emphasis has been placed on the factors that may augment the incidence of the attitude towards extemporaneous action (i.e. improvisation). In an attempt to fill this gap, we theoretically analyse the antecedents of individual attitude toward improvisation, grounding our theoretical framework on the ISD domain.

Teaching without the teacher? Building a learning environment through computer simulations

Abstract This article analyzes the impact of a computer simulation (business game) on the users’ perceived learning. The theoretical model developed in this paper is derived from collaborative learning and human–computer interaction assumptions. The hypotheses relating to group dynamics and the user–computer interface design with the users’ perceived learning are tested using the business game “FirmReality” on a sample of 173 respondents. Multiple regression and qualitative results show that, in a computer-based simulation context, perceived learning is influenced more by human–computer interaction factors than by group dynamics. Furthermore, results point out a negative effect of interaction with the instructor on individual perceived learning. These results support the possibility to automate the interaction between teacher and students.

The Internet is Not Necessarily the Scholar’s Friend

The Internet is almost invariably viewed as a positive for academia because it can so dramatically accelerate the location and dissemination of knowledge. However, there are some unintended consequences for the researchers and professors in the wonders of the Internet. In particular, there is a lack of compatibility between several characteristics of their specialized content domains and the tenets of the new medium. Their work risks being marginalized in this brave new information world. The author discusses the possible long-term consequences of this nontrivial threat.